Vermont Positive Behavior Interventions & Supports Sample Staff Presentation

Objectives After this presentation you will have… Learned about PBIS within a Multi-tiered Framework Viewed examples of PBIS Briefly explored PBIS at the Targeted and Intensive Levels Had the opportunity to vote: Yes; Yes, with Reservations; or No

What is your current knowledge about PBIS? I know a lot I know a little bit I’m just learning Thumbs up, side and down…

Multi-tiered Systems Framework for Implementing Evidence-based Practices Prevention-focused continuum of supports; Data-based decision-making; Regular universal screening and progress monitoring; Systems change through effective professional development and coaching; Effective team leadership; and Research-validated practices for improving behavior and learning

What is PBIS? Evidence-based, school-wide approach to creating a positive and safe climate in which students can learn and grow Used with all students and across all school environments Structured, predictable

Tiers of Implementation

How is VTPBIS Sustainable?

Implementation Science Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 3-5 years (this is normal!)

Infusing Restorative Principles The Restorative Approach is about: Voluntary Participation Exploring Relationships Meaningful Engagement Participatory Decision-Making The VTPBIS State Team is actively working to infuse restorative principles into our PBIS work. We hope you’ll agree they enhance the PBIS work and made it more engaging and meaningful for staff and students.

Vermont PBIS VT schools began implementing PBIS in 2007 Currently, 160 VT schools are implementing PBIS in 48 Supervisory Unions/Supervisory Districts

Increase in Decrease in PBIS Primary Outcomes academic performance on-task behavior parent, student, and staff satisfaction staff retention office referrals suspensions, detentions disruptive classroom behavior

(Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

Why PBIS? When a student... Doesn’t know how to read – what do we do? WE TEACH. Doesn’t know how to add – what do we do? Doesn’t know how to swim – what do we do? Doesn’t know how to drive – what do we do? When a student doesn’t know how to behave – what do we do? What can we do?

Who is responsible for PBIS in Schools? PBIS team made up of school staff (ex: principal, general educators, special educators, school counselors, cafeteria workers, etc.) who develop and carry out school-wide PBIS Schools appoint in-school and district-level PBIS coordinators Parents may also be members of school-wide team

What does the team do? At regular meetings, the PBIS Leadership Team: Reviews school-wide student data Uses data to make decisions about: Interventions Practices Systems

Universal Schools define positively-stated universal behavioral expectations (in all settings) (e.g. “Be Safe, Be Respectful, Be Responsible”) Students are: Explicitly taught behavioral expectations Positively reinforced for exhibiting expected behaviors Re-taught expectations based on data

Few positive SW expectations defined, taught, & encouraged

Examples are positively stated Examples are positively stated! All your rules in your handbook can be reframed to fit within this matrix. Identify the most common behavioral error in that location, and identify the positive alternative. The matrix is a living document. Can change depending on what behaviors are happening

Visuals

Lesson Plan Template

Acknowledgement System Components What it looks like What it’s called How students get it What students do with it How to keep track of it What it looks like: Title Examples: Skipper slips, Found Being Incredible (FBI), Carver Coins, Caught Being Good, Passport to Success, Panther Points it visible in the school….just like the expectations and teaching matrixes. What’s it called? Molly Stark Stars BEST Bucks Pride Tickets (Craftsbury) How do students get it? •specific ways student earns the reinforcement •how often will it be delivered •how many students/staff receive it •how/when/where student is reinforced •(consider publicly or privately) What do students do with it? •turn in for drawing/raffle •post in classroom or hallway •contribute to school-wide collection How do you keep track of it? •build in ways to collect data: by quantity •by location, by grade levels (color coded slips) •by who is using (signature on slips) Award Examples: Going with principal to fill Coke machine, slips or coins Criteria

Example

PBIS Big Ideas PBIS is about systematically changing adult behavior We are trying to achieve a ratio of 5-6 positives to 1 negative adult-to-student interactions

Discouraging Problem Behavior Consistent practices for preventing problem behaviors Distinguishing between minor and major behaviors Practices for responding to problem behaviors Continuum of procedures for responding to problem behaviors

Record-Keeping and Decision-Making Avg. Referrals Per Day Per Month Time Location Problem Behavior Day of Week Grade Student

What should you expect to hear/see in a PBIS School (at the Universal level)? 80% of students can tell you the school-wide expectations and can say that they have been rewarded for following them 80% of staff can tell you the school-wide expectations and can say they have acknowledged students for following them School staff have taught the school-wide expectations to all students Positive adult-to-student interactions exceed negative School staff agree on which behaviors involve a referral to the office. The school has a leadership team that is representative of school staff and includes an administrator Function based behavior support is foundation for addressing problem behavior. Data & team-based action planning & implementation are operating.

What should you expect to hear/see in a PBIS School? School staff agree on which behaviors involve a referral to the office The school has a leadership team that is representative of school staff and includes an administrator Function based behavior support is foundation for addressing problem behavior Data & team-based action planning & implementation are operating

Targeted Provide the student with more structure, predictability, and feedback Interventions: Small group social skills instruction Mentoring Check-In/Check-Out Increased home-to-school communication Monitor student progress, gather and use data to make decisions

Intensive Students may have a mental health issue and/or significant behavior challenges that require a high degree of individualized attention and support Interventions: A Functional Behavioral Assessment (FBA) A Behavior Support Plan (BSP)

Voting by Ballot Yes; Yes, with Reservations; or No

Resources National Center on Positive Behavior Interventions and Supports: http://www.pbis.org: The Center assists states in implementing schoolwide PBIS to improve problem behavior and enhance learning environments VTPBIS Leadership Team: http://www.PBiSvermont.org: Look here for more information about PBIS in VT schools including steps to getting started and upcoming trainings

Resources Association for Positive Behavioral Support: http://www.APBS.org: The Association for Positive Behavior Support is an international organization dedicated to the advancement of positive behavior support Vermont Family Network (VFN) 1-800-800-4005: http://www.vermontfamilynetwork.org: VFN is a family support and advocacy organization. Staff can answer questions about your child’s behavior, PBIS, and parent involvement in the PBIS process